Student or scholar? Transforming identities through a research writing group

Abstract

This article explores the role a writing group played in influencing the scholarly identities of a group of doctoral students by fostering their writing expertise. While the interest in writing groups usually centres on their potential to support doctoral students to publish, few studies have been conducted and written by the students themselves. Using a situated learning perspective on identity, we explore the connection that emerged between our perceptions of ourselves as developing expertise as scholarly writers and the function of the writing group as a dynamic space for transforming our identities. Findings show that our writing group served as a flexible and interactive Community of Practice (CoP) that shaped critical and durable shifts in identity amongst members.

Keywords:

• doctoral pedagogy
• scholarly writing
• identity
• writing group

Acknowledgements

We gratefully acknowledge our fellow RWG members (Mary Lincoln, Jill Fox, and Zui Neofa) and QUT staff who assisted us within the group.